CLIL: using scaffolding when working with text in physics lessons

CLIL: using scaffolding when working with text in

physics lessons

Irina Issayeva,

A teacher of physics

Arshaly Secondary School №2

Аkmola region, Arshaly

settlement

Scaffolding is a special kind of support. The teacher helps his students move forward.

I chose a text fragment on the topic " Physical changes ". In preparing the lesson materials, I drew attention to the following: students should know and understand the words of the text, they should use them and communicate.

What strategies did I use for Scaffolding?

I think that in this case I will find it useful

Reading strategy 1: Word guessing

Reading strategy 2: Predicting the content of the text

But at first I changed the authentic text. I simplified the proposed

text,  I limit the sentences and made

them simpler, deleted the extra information. The resulting text will be easier

to read and understand to students.

Authentic text “Physical changes”:

«Physical changes are

changes affecting the form of a chemical

substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used

to separate compounds into chemical elements or simpler

compounds.

Physical changes

occur when objects or substances undergo a change that does not change their

chemical composition. This contrasts with the concept of chemical change in which the

composition of a substance changes or one or more substances combine or break

up to form new substances. In general a physical change is reversible using

physical means. For example, salt dissolved in water can be recovered by

allowing the water to evaporate.

A physical change

involves a change in physical properties. Examples of

physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural

change, shape, size, color, volume and density.

An example of a

physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated

and hammered which changes the hardness of the steel, its flexibility and its

ability to maintain a sharp edge.

Many physical

changes also involve the rearrangement of atoms most noticeably in the

formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion

for classification. Although chemical changes may be recognized by an

indication such as odor, color change, or production of a gas, every one of

these indicators can result from physical change».

Shortened text  “Physical

changes”:

Physical changes are changes affecting the form

of a chemical substance, but not its

chemical composition.

Physical changes occur when objects or substances undergo a change that does

not change their chemical composition.

This contrasts with the concept of chemical

change in which the composition

of a substance changes or one or

more substances combine or break up

to form new substances. In general a

physical change is reversible using physical means. For example, salt dissolved in water can be

recovered by allowing the water to evaporate.

A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of

strength, change of durability, changes to crystal form, textural change,

shape, size, color, volume and density

Many physical changes also involve the rearrangement of atoms. Many chemical changes are irreversible, and many physical changes are reversible. ».

Next, I formulated the main goal of learning from the results of the

text: students know what a physical propery is, understand that substances have

different physical properties.  Examples

can be given of some different physical properties (state of aggregation,

thermal conductivity, boiling point, melting point etc.).

The first task for my students is guessing words. We together discuss

the meaning of each word. Some words are familiar to them, because their

pronunciation is similar to pronunciation in Russian. Of course they will guess

what these words mean. We look for other words together in the directory, the

Internet or other sources. Which of these keywords can be familiar to

students?I think that such concepts as:

рhysical changes - физические изменения

a substance – вещество

to cоmbine- соединять

to separate compounds - разделить соединения

chemical composition - химический состав

a change in physical properties - изменение физических свойств

to be combined –быть соединенным

chemical compounds –химические соединения

melting, transition to a gas, change of strength, change of durability, changes

to crystal form, textural change, shape, size, color, volume and density - плавление, переход к газу, изменение силы, изменение долговечности, изменения кристаллической формы, изменение текстуры, форма, размер, цвет, объем и плотность.

rearrangement of atoms- перегруппировка атомов

irreversible-необратимый, reversible-обратимый,

Many of these words may be familiar to my students. But if it is not, I

will definitely help them understand the meaning of each of the keywords.

I think that the important thing is that my students get acquainted with

the key words with their meaning even before they read the text. Why am I doing

this? Because the second strategy is to anticipate the content of the text.

Pupils have a text in which no keywords are highlighted. I give the

task: to read the text. Students just get acquainted with the text, read it.

This is an introductory reading.

Then I again point to the keywords of the text (for example, they are on

multimedia presentations) -they are highlighted in a different color.

I ask students to find the key words in the text and highlight them. After

 compare their result with the text of

the presentation. They note whether they have found all the words. They

correct mistakes As a result, my students know the key words, they can guess

what is said in this text.

Then we will do a thoughtful reading of the text.

So I used the method of СLIL. My students independently disassembled the

text and understood its meaning. Using scaffolding helps students to learn how

to achieve their goals. This gives the best result when studying a subject in

English.

Internet resource: https://en.wikipedia.org/wiki/Physical_change